Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English

By Okim Kang, Donald Rubin, Lucy Pickering. 2010

309 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/289207b2589fcd32d39a49260f7e327ce77502a9

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Citations in the corpus

Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners (2017, background): “…reviews (e.g. Saito, 2014), Japanese learners of English are reported to have several L1–L2 (first language / second language) transfer problems at the suprasegmental level, which consequently leads to listeners’ impaired understanding of their speech (e.g. Hanh, 2004; Kang et al., 2010).”
Disentangling accent from comprehensibility (2012, background): “In fact, recent research shows that aspects of word stress and rhythm (with other prosodic features) account for up to 50% of the variance in accent judgments for L2 speakers from varied L1 backgrounds (Kang, 2010; Kang et al., 2010).4”
Does a Speaking Task Affect Second Language Comprehensibility (2015, background): “Comprehensibility appears to be linked to a wide range of linguistic variables (Kang et al., 2010; Saito et al., in press; Trofimovich & Isaacs, 2012) whose strength varies as a function of speakers’ L1 (Crowther et al., in press).”
Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, background): “%) is primarily accounted for by the phonological qualities of speech (Crowther, Trofimovich, Saito, & Isaacs, 2015; Isaacs & Trofimovich, 2012; Kang et al., 2010; Saito, Trofimovich, & Isaacs, 2017).”
Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study (2015, background): “While there is some evidence suggesting that comprehensibility is distinct from accentedness (e.g. Munro and Derwing 1995; Jenkins 2000; Kang et al. 2010), it is still relatively unclear which linguistic aspects primarily underlie comprehensibility and which are uniquely associated with accent.”
Impact of Rater Characteristics and Prosodic Features of Speaker Accentedness on Ratings of International Teaching Assistants' Oral Performance (2012, background): “These results concur with previous studies investigating the relation between fluency and comprehension and impressionistic judgments of speakers (Anderson-Hsieh & Kohler, 1992; Freed, 2000; Kang et al., 2010; Riggenbach, 1991, 2000).”
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, background): “Briefly, comprehensibility and accentedness are overlapping yet independent constructs, as illustrated by the fact that even some heavily accented L2 speech can be highly comprehensible (e.g., Derwing & Munro, 2009; Kang et al., 2010; Munro & Derwing, 1999).”
Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background (2015, background): “, Munro & Derwing, 1994; Trofimovich & Isaacs, 2012; Winters & O’Brien, 2013) or conflated multiple L1s into a single group (e.g., Derwing et al., 1998; Kang et al., 2010), and the few studies that have compared different L1 groups have yielded mixed findings.”